LInC ACT Field-Test Reflection Journal

As you implement your Engaged Learning project your task is
to keep a reflection journal of your experience. The journal
will be a valuable resource to us as facilitators as we
endeavor to assist you. It will also be a valuable resource to
you and your peers as you continue to revise and fine-tune your
project and write your future action plan.

You will be posting your reflection online using the web
discussion board. This will allow your colleagues and
facilitators easy access to your postings and provide a way to
give feedback to what you have posted. If you are starting your
project before the fall class starts, please write your
reflections in a plain text editor such as in e-mail to
yourself, NotePad, SimpleText, TextEdit, ... and instructions
will be given later on copying this into the bulletin
board.

Reflection Guidelines

You should post a reflection to the discussion board each
day your students work on the project.

We would like you to share with us both your successes
and the challenges you encounter.

We have some suggested topics that we would like you to
reflect on, but please do not feel limited to or restricted
to just these topics. Please respond to the listed topics and
then add comments related to burning issues/successes that
came up specific to your project and students.

For day 3 and each day after, respond to the 4 questions
under one of the "During the Project" days A, B, C, or D.
Select the one that is most meaningful/relevant to what
happened in your class that day.

Suggested Reflection Prompts

Day 1

How well did your Hook engage students?

What was their reaction to the hook?

What would you do differently and why

What what would you repeat and why?

Did you do anything prior to starting the project to
prepare students to be successful with this type of
project?

Other observations, comments, challenges, and/or
successes?

Day 2

What did students spend their time with today?

Are students finding your project pages and resources
helpful?

What have students said or done to indicate they
understand or do not understand the task?

What are your plans concerning sharing the project rubric
with students?

Other observations, comments, challenges, and/or
successes?

During the Project A

What actions have you implemented in class that have you
facilitating students' learning rather than guiding students'
learning?

What have you had to tell students so they understand why
and how your role has changed?

How are you now collecting artifacts of students' work
and progress? If you haven't started yet, what is your plan
for collecting these artifacts?

What checkpoints do you have in place to monitor student
progress and understanding?

Other observations, comments, challenges, and/or
successes?

During the Project B

What did students work on during the time available to
them today?

How have students adjusted to their role as cognitive
explorers? What have you done to encourage and facilitate
students taking on this new role?

How have students been reporting their progress to both
you and their teammates?

What are some of the roadblocks students have encountered
as directors of their learning?

Other observations, comments, challenges, and/or
successes?

During the Project C

What did students spend time working on today?

Are students' products matching the rubric you originally
created?

Have students headed off in an unexpected direction?

How are you facilitating the "unpredicted?

Other observations, comments, challenges, and/or
successes?

During the Project D

How did students use this day's class time?

Have students been successful in collaborating with
others outside of the school?

What has challenged effective collaboration?

How can you support collaboration in the future?

Other observations, comments, challenges, and/or
successes?

Fermilab LInC is sponsored by the Fermilab Education Office and the Fermilab Friends for Science Education and supported in part by the Office of High Energy Physics, Office of Science, U.S. Department of Energy, the Illinois State Board of Education and the National Science Foundation. Opinions expressed are those of the authors and not necessarily those of the Department, State or Foundation.